Joint Education Programmes between Higher Education Institutions of the European Union and Russian Federation

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2 Joint Education Programmes between Higher Education Institutions of the European Union and Russian Federation Innovation and transformation in transnational education Nadine BURQUEL Svetlana SHENDEROVA Svetlana TVOGOROVA July 2014

3 This publication is available in electronic form Delegation of the European Union to Russia, Kadashevskaya nab., 14/1, Moscow. Tel.: Fax: Internet: and ISBN doi: /90034 European Union 2014 Reproduction is allowed provided the source is acknowledged. The content of this publication does not reflect the official opinion of the European Commission.

4 DISCLAIMER This report has been prepared with the financial assistance of the European Commission. The views expressed herein are those of the consultants and therefore in no way reflect the official opinion of the European Commission 3

5 CONTACT DETAILS OF CONTRACTORS HTSPE Limited Thamesfield House Boundary Way Hemel Hempstead Herts HP2 7SR United Kingdom Tel: +44 (0) Fax: +44 (0) Web: EuroTrends 43 rue d Aboukir Paris France Tel: Fax: ariane@euro-trends.net Web: 4

6 CONTENTS GLOSSARY OF ACRONYMS INTRODUCTION EXECUTIVE SUMMARY CONTEXT OF THE STUDY THE TRANSFORMATION OF RUSSIAN HIGHER EDUCATION Reforming Russian higher education: Responding to labour market needs and global positioning The diversification of the Russian higher education provision The Russian Federation in the Bologna Process: Reforming the Russian degree architecture EU AND RUSSIAN COOPERATION IN HIGHER EDUCATION: EU POLICIES, PROGRAMMES AND INSTRUMENTS The EU internationalisation strategy and Russia Global trends with the development of Joint Programmes DEFINITIONS REVIEW OF LITERATURE AND STAKE HOLDERS VIEWPOINTS DEFINITIONS OF JOINT PROGRAMMES DEFINITIONS OF JOINT DEGREES CRITICAL ISSUES TO SUMMARISE METHODOLOGY DESK RESEARCH QUESTIONNAIRE SEMI-STRUCTURED INTERVIEWS DATA COLLECTION AND ANALYSIS THE CHALLENGES OF DATA COLLECTION ANALYSIS OF THE DESK RESEARCH FINDINGS (WEBSITES) ANALYSIS OF FINDINGS FROM THE QUESTIONNAIRES Areas of study, programme levels and degrees awarded Admission and recognition Students: Numbers, mobility and employability Fees and scholarships

7 Linguistic issues Partnerships: Geography and degree of partners cooperation Quality Assurance The place of Joint Programmes in internationalisation strategies The students voice TYPOLOGY OF EU-RUSSIA JOINT PROGRAMMES: SEVEN DIMENSIONS DIMENSION ONE: INSTITUTIONAL PARTNERSHIP COMPOSITION DIMENSION TWO: PROGRAMME DESIGN AND DELIVERY DIMENSION THREE: STUDENT MOBILITY PATHS DIMENSION FOUR: RECOGNITION OF STUDY ABROAD DIMENSION FIVE: DEGREE TYPES DIMENSION SIX: PROGRAMME MANAGEMENT DIMENSION SEVEN: QUALITY ASSURANCE IN A NUTSHELL ASSESSING THE CURRENT LEVEL OF YOUR JOINT PROGRAMME CHALLENGES AND BEST PRACTICES CHALLENGE 1: THE STRENGTH OF THE INTERNATIONALISATION IN PARTNER UNIVERSITIES CHALLENGE 2: THE LACK OF PARTNERS CLEAR MOTIVES CHALLENGE 3: LINGUISTIC, CULTURAL AND LEGAL LIMITATIONS CHALLENGE 4: DEVELOPING AND ESTABLISHING ROBUST PARTNERSHIPS CHALLENGE 5: DECISIONS ON THE LEVEL OF PROGRAMME INTEGRATION AND JOINTNESS CHALLENGE 6: CREATING OPPORTUNITIES, BUILDING BRAND AND REPUTATION CHALLENGE 7: FINANCIAL CONSTRAINTS TO ENSURE JOINT PROGRAMMES LONG TERM SUSTAINABILITY IN A NUTSHELL CONCLUSION BIBLIOGRAPHY

8 GLOSSARY OF ACRONYMS ARWU DAAD DG EAC EACEA ECA ECIU ECTS EHEA EIT EM EMA EMQA ENIC ENQA ESGs ESIB ESU EU EUA EURASHE FD HEI Academic Ranking of World Universities German Academic Exchange Service Directorate-General Education and Culture of the European Commission Education, Audiovisual and Culture Executive Agency European Consortium for Accreditation in Higher Education European Consortium of Innovative Universities European Credit Transfer and Accumulation System European Higher Education Area European Institute of Innovation and Technology Erasmus Mundus Erasmus Mundus Students and Alumni Association Erasmus Mundus Quality Assessment European Network of Information Centres in the European Region European Association for Quality Assurance in Higher Education Standards and Guidelines for Quality Assurance in the European Higher Education Area National Unions of Students in Europe (now ESU) European Students Union European Union European University Association European Association of Institutions in Higher Education Federal District (Russia) Higher Education Institution 7

9 ISCED JP JOIMAN KIC LRC MBA MOOC NARIC NGO NICA NUFFIC NVAO OMC Ph.D QA RU TEAM TEEP TEMPUS THE TNE ToR UNESCO UNICA International Standard Classification of Education Joint Programmes Joint Degree Management and Administration Network Knowledge & Innovation Community Lisbon Recognition Convention Master of Business Administration Massive Open Online Courses National Academic Recognition Information Centres in the European Union Non-Governmental Organisation National Accreditation Agency of the Russian Federation Netherlands Organisation for International Cooperation in Higher Education Accreditation Organisation of the Netherlands and Flanders Open Method of Coordination Doctorate Quality Assurance Russia Transparent European Accreditation decisions and Mutual recognition agreements Transnational European Evaluation Project Trans-European Mobility Scheme for University Studies Times Higher Education World University Ranking Transnational Education Terms of Reference United Nations Educational, Scientific and Cultural Organisation Networks of Universities from the Capitals of Europe

10 1. INTRODUCTION This report is the outcome of a study carried out for the European Delegation to Russia on EU-Russia Joint Programmes. The assignment began in January 2013 and will be completed in October 2014, with a conference in Moscow to discuss the study s findings with Russian and European universities, as well as senior experts on Joint Programmes. The overall objective of the study was to contribute to the development of the European Higher Education Area (EHEA) and to the implementation of the Bologna Process within the framework of the EU/Russia s Common Space on Science and Education. The specific objectives were to complete the study carried out in 2010 by updating the information gathered and producing a catalogue on as many existing EU-Russian Joint Programmes as possible confirmed by both EU and Russian Institutions. The study was meant to examine the extent to which Joint Programmes feature in the internationalisation strategies of Russian universities and look at the degree of institutional support available for their development. Benefits and challenges should be identified. This report is our account of the study s findings, best practices and lessons learnt on Joint Programmes between higher education institutions in Russia and in the EU. It is complemented by a catalogue on examples of EU-Russia Joint Programmes. We would like to thank the EU Delegation to Russia, the Ministry of Education and Science in Russia, the National TEMPUS office in Russia (currently National Erasmus+ Office), and representatives from EU Members States in Russia for their support in answering our questions. Above all, we would like to thank all university representatives in Russia, the EU and beyond for their time in completing our questionnaire and responding to all our queries. 9

11 2. EXECUTIVE SUMMARY The Ministry of Education and Science of the Russian Federation has been promoting higher education reforms at system and institutional levels for the last ten years. Through a number of policy initiatives and funding mechanisms, the government has been encouraging a diversification in the higher education provision, the overall modernisation of the system, quality enhancement and the opening up of universities through internationalisation. In line with similar trends in many parts of the world, the underlying objectives are clearly to place higher education at the service of society to contribute to economic developments in more substantial ways and at the same time, help the country gain a strong position in the global education market. The Russian Federation joined the Bologna Process in 2003 and became a partner in the convergence process towards the creation of the European Higher Education Area. Cooperation in higher education and research between the Russian Federation and the EU is to be placed in the broader context of the creation of a Common Space on Science and Education agreed at the EU-Russia summit in Russia has been very active in the EU TEMPUS programme 1 with projects focusing on curriculum reforms, structural changes and encouraging the mobility of academics and students with EU partner institutions. The participation of Russian HEIs in Erasmus Mundus 2 joint masters and doc- 1 Since 2014, TEMPUS-like activities, namely capacity building activities, are part of Erasmus+. TEMPUS was the European Union s programme which supported the modernisation of higher education in the EU s surrounding area. It promoted institutional cooperation that involved the European Union and Partner Countries and focused on the reform and modernisation of higher education systems in the Partner Countries of Eastern Europe, Central Asia, the Western Balkans and the Mediterranean region. Retrieved from: (accessed: June 2014), ec.europa.eu/tempus/programme/about_tempus_en.php (accessed: May 2014). 2 Since 2014, certain activities supported by Erasmus Mundus are part of Erasmus+, namely Joint Masters Degrees. Erasmus Mundus is a cooperation and mobility programme in the field of higher education that aims to enhance the quality of European higher education and to promote dialogue and understanding between people and cultures through cooperation with Third-Coun- 10

12 torates has been more limited. The Tuning Initiative 3 has allowed Russia to look at curriculum reforms from the point of view of the common reference points and frameworks designed and realise how these could be used in the Russian context. At the global level, international collaborative programmes started in the early nineties, and in most cases, as bottom-up initiatives of academics. Today, international Joint Programmes are interesting experimental grounds that support innovative forms of international cooperation, teaching and learning. There is no one-size-fits-all model, but rather, many different approaches building on the richness of institutions and diverse institutional profiles, as well as national and regional contexts. Russia is also part of this phenomenon. The study conducted in 2010 mapped existing Double Degree Programmes in Russia. Four years later, the nature of internationalisation has changed considerably. In the context of recent governmental initiatives to push some leading universities to the top of a number of international rankings by 2020, the current study comes at the right time to assess and highlight the current Joint Programme activity, relate it to findings of the 2010 Study and assess the potential and challenges for future developments. With the launch of the EU Erasmus+ programme, new opportunities exist for Russian HEIs to participate in the development of Joint Programmes with European counterparts, hence the interest in learning lessons from the experience of current and previous EU-Russian Joint Programmes and beyond. A wealth of literature exists on Joint and Double Degree Programme development. We provide a review of the literature as an attempt to clarify what we see as the core elements of Joint Programmes and tries. Retrieved from: new_programme_en.php, erasmus-plus/documents/erasmus-plus-programme-guide_en.pdf (accessed: June 2014) 3 TUNING Educational Structures in Europe started in 2000 as a project to link the political objectives of the Bologna Process and at a later stage the Lisbon Strategy to the higher educational sector. Retrieved from: (accessed: March 2014) 11

13 how these apply in the context of EU-Russian initiatives. We make a distinction between Joint Programmes (the process of developing collaborative programmes) and Joint Degrees (the outcome of the process), which seems to be the most sensible approach to avoid confusion. We had to stretch our definition to reflect the broad range of practices under Joint Programmes. But at the same time, we maintained a rigorous approach that only Joint Programmes confirmed on both the Russian and European side would be taken into account in our analysis. During the desk research phase, we reviewed the websites of the 1000 State accredited universities in Russia, considering both state-financed and private HEIs. We also reviewed the Joint Programmes in the 2010 database. The next step was the design of a questionnaire sent to all the Russian Joint Programmes identified. The same questionnaire was sent to the European universities indicated in the responses from the Russian universities. Additional interviews were conducted with Russian and European coordinators of selected programmes to learn more about approaches used and challenges faced. The interviews with the students complemented the study. Our list of Joint Programmes is not exhaustive, but it provides a thorough picture of the landscape of EU-Russian Joint Programmes. The choice of Joint Programmes submitted to our team was the decision of each Russian and European university. EU-Russian Joint Programmes focus primarily on Management, Economics and Engineering, Manufacturing & Construction and are for the majority at the Master level. They lead to double degrees, a single degree plus a certificate and rarely a Joint degree. German and French universities dominate in EU-Russian partnerships, followed by Finland and the United Kingdom. In Russia, most Joint Programmes are found in Moscow, followed by St-Petersburg and Siberia. Different lengths of studies in the EU and Russia create recognition problems. The European three-year Bachelor is not recognised in Russia nor is the one-year Master offered by foreign universities, with the exception of the degrees 12

14 issued by world leading universities from the list approved by the Government of the Russian Federation. 4 In addition, the 45 leading universities of Russia do not require any authorization from the State authorities to recognise foreign degrees. 5 Student numbers are very low, never above 10 students in 50% of the cases, between 1 and 4 students in 30% of the cases. Some Joint Programmes are elite programmes aimed at promoting excellence. Small numbers are therefore fairly common yet can give rise to some concerns as to the programme sustainability. The small number of students by less prestigious programmes raise higher concerns. Such programmes may not be sustainable. Mobility is mainly for Russian students who travel to Euro pe. It seems difficult to attract European students to Russia. There is a lack of linguistic skills among Russian students and academic staff, despite significant efforts to raise levels. Likewise, European students often lack a sufficient level of Russian to make it possible to attend programmes in Russian, the only language of instruction in Russia, with a few exceptions of programmes taught in English. No fees are charged in 40% of the cases. 39% of Joint Programmes charge fees to all students, an additional 20% only to Russian students and a negligible 1% only to European students. Fees range from 250 euros to euros per semester. Limited scholarships are available. Universities raise income from Russian sources, internationalisation agencies in EU Member States and EU programmes world HEIs list in: RF Government Directive dated p; RF Government Directive dated p (accessed; June 2014) 5 45 Ru HEI list in the Federal Law of Education No 273 (see Article 11, part 10) includes 29 National research Universities (NRU), 9 Federal Universities (FU), 2 oldest (MSU, St Petersburg State University) and 5 by the Presidential Decree dated No 1331 (with changes) (accessed: March 2014) 13

15 EU-Russian Joint Programmes are developed by partners who have previous (yet fairly recent) cooperation. Nonacademic and private sector partners are rare with the exception of companies in the oil & gas sectors in Russia. Income is generated from student fees, own resources, state funding, EU education programmes or sponsorship from private companies. Securing sufficient income is a major challenge for the less prestigious Russian HEIs entering into Joint Programme development. The reasons to develop Joint Programmes vary from developing contacts with foreign universities and mobility opportunities to attracting international resources and building brand and reputation. 80% of Joint Programmes use the Quality Assurance internal arrangements of partner universities (including student academic records, student and graduate feedback). External international quality assurance and accreditation are rarely used. Little pure Jointness exists in EU-Russian Joint Programmes along the lines advocated in the Erasmus Mundus Programme, yet many Joint Programmes are on the way towards jointness. We have structured our findings in a typology of EU-Russia Joint Programmes around seven key dimensions and related sub-dimensions that characterise different developmental levels of EU-Russia Joint Programmes. Institutional partnership composition Looser to more strategic partnerships Programme design and delivery Fragmented to real jointness Student mobility paths Ad-hoc to structured mobility paths Recognition of study abroad None, partial to full recognition Degree types Single (Joint), Double, Certificate Programme management From individual to institutional integrated arrangement Quality assurance Internal and external arrangement 14

16 Joint Programmes are complex forms of collaboration that face a whole range of challenges: national legislations, institutional boundaries, a lack of clarity in the internationalisation strategy, resources, and linguistic and cultural issues. We have found significant energy and creativity to innovate and overcome these complex issues. The report provides a number of examples and checklists for action on how to overcome the challenges. They are drawn from the current study and from other sources. Joint Programmes are often launched with too little preparation and insufficient analysis of the real needs in the market. Too little attention is paid to business and financial issues. Challenges are significant to develop Joint Programmes from legal restrictions to recognition issues, financial or organisational constraints to linguistic and cultural issues. This no doubt explains why many Programmes fail and are not sustainable in the long term. No information has been found for 44% of the Double Degree Programmes identified in the 2010 database. Yet beyond this somehow sombre note, we want to highlight the tremendous efforts put into introducing these disruptive teaching and learning forms of cooperation in EU and Russian institutions, which challenges common practices and forces to rethink educational processes, testing institutions and individual academics. Mutual trust development and understanding of different organisational cultures have led to successful operations as described in this report. 15

17 3. CONTEXT OF THE STUDY 3.1. THE TRANSFORMATION OF RUSSIAN HIGHER EDUCATION Reforming Russian higher education: Responding to labour market needs and global positioning The development of Joint Programmes is to be seen in a context of changes in the higher education law to reform Russian higher education. Redefining the overall higher education landscape and promoting the modernisation and internationalisation of higher education institutions (HEIs) is seen as the condition to make an effective contribution to the economic development in Russia and in the global higher education market. The overall Russian policy is to promote change both at systemic and institutional levels, with a strong focus on quality assurance. This restructuring of the higher education sector, initiated in 2006, has been developed with two main objectives: (1) to strengthen closer cooperation between HEIs and the private sector and better respond to labour market needs; (2) to support the gradual development of a group of leading universities and of other groups of HEIs with similar profiles. The so-called third generation of the Federal State Educational Standards was gradually implemented in the period for the provision of more flexible Specialist Degrees (5-6 years of study), Bachelor and Master programmes as well as the Federal State demands for the aspirantura (Ph.D programmes). 45 HEIs 6 have been granted additional autonomy to modernise their curricula and make them more flexible along the lines of the Bologna Process and the EHEA. Under the fourth generation of the Federal State Educational Standards, additional freedom will be granted to universities, further increasing the opportunities to develop new types of curricula, while the Ministry 6 45 Ru HEI list in the Federal Law of Education No 273 (see Article 11, part 10) includes 29 National research Universities (NRU), 9 Federal Universities (FU), 2 oldest (MSU, St Petersburg State University) and 5 by the Presidential Decree dated No 1331 (with changes) (accessed: March 2014) 16

18 simply sets the general framework standards under which the universities should be operating. The changes made to the law in 2009 were aimed at completing the adoption of the three-cycle system organised around a four-year Bachelor and a two-year Master by At present and according to the 2012 new Federal Law On Education, 7 one level Specialist degrees still exist, providing direct access to third level Ph.D programmes in 3 to 4 years and leading to the Ph.D degree (kandidat nauk). In addition, kandidat nauk degrees may still be obtained without any compulsory full-time study in an institution. Specialist degrees provided access to fee-based and State-financed Master programmes. 8 As the second level of education, the magistratura provided access to State-financed places both for Bachelor and Specialist degree holders in These arrangements result from the 2007 and 2009 Federal Laws. 9 The Law also introduced the Unified State Exam (Ediniy Gosudarstvenniy Ekzamen, EGE) as the way to grant access to higher education. This exam was fully implemented in Foreign citizens are allowed to access the RF State budget financed places on higher education programmes at all levels in the framework of special quota regulated by the RF Government Resolution ( places in 2014) 11 and procedures adjusted by the RF Ministry of Education and Science and the Rossotrudnichestvo Federal Agency. They are also allowed to enrol and study on a commercial basis, including being supported by European or other type of international funding. Several HEIs were also granted the right to implement their own enrolment procedures 12 at the first level (Bachelor and Specialist) programmes. 7 RF Federal Law On Education in the Russian Federation 273 dated (with changes) (accessed: March 2014) 8 RF Federal Law No 11 dated (accessed: March 2014) 9 RF Federal Law No 232 dated ; RF Federal Law 260 from (accessed: March 2014) 10 RF Federal Law No 17 dated (accessed: March 2014) 11 RF Government Resolution N 891 dated Lomonosov Moscow State and St. Petersburg State universities (RF Federal Law 259 dated ) and HEIs lists in RF Government Direction 17-p dated (accessed: March 2014) 17

19 Enrolment procedures for Master and Ph.D (aspirantura) programmes are regulated autonomously; each HEI and research organisation has its own exams and regulations. ECTS are not provided for enrolment procedures at the second and third levels. 13 The Ministry of Education and Science has been encouraging the systemic quality enhancement of Russian education and research and enhanced institutional quality in individual HEIs. Quality assurance has changed from purely institutional internal QA initiatives (often based on ISO 9000 approaches) to attempts made at the national level to incorporate elements of quality assurance into the State Accreditation process of HEIs. The National Accreditation Agency NICA (Rosaccredagentstvo) 14 provides State accreditation to State and non-state HEIs and accredits study programmes. It has developed approaches that take into account the European Standards and Guidelines (ESGs) The diversification of the Russian higher education provision The Russian higher education system is currently comprises 1000 Stateaccredited HEIs, 16 from very small highly specialised universities to universities with strong regional or national roles. The restructuring process of the higher education sector since 2006 has resulted into support measures for leading universities as potential drivers for the growth agenda at the federal, national and international levels. One of the selection criteria for the RF State support for the leading HEIs is the level of internationalisation as a strategic goal. The development of Joint Programmes is regarded as a critical area of activity to support strong internationalisation. For leading universities, several Government special financial instruments have been developed, i.e. the Innovative Educational Programmes ( RF Federal Law On Education in the Russian Federation 273 dated (with changes), Article 69, Ch.6. (accessed: March 2014) 14 NICA s official web-site: (accessed: March 2014) 15 (accessed: March 2014) 16 According to the NICA s database in March 2013; the branches of these 1000 State-accredited HEIs are excluded 18

20 2008), the Development Programmes of National Research Universities ( ), the Programmes of Strategic Development (2011) 17 and the Leading Universities International Competitiveness Enhancement Programme (2013) 18. Through the 2013 competition Personnel for the Regions (Kadry dlya regionov), 13 winners were awarded 50 million RUR 19 for a period of two years for their collaboration programmes with businesses and other organisations in their local regions according to their priority plans. Joint Programmes are important for these HEIs as one of the several approaches contributing to regional development and international visibility. The significant additional State support is accompanied by an increase in the academic freedom of these Russian HEIs in terms of the right to recognise degrees from any foreign HEIs without any additional State notification procedure or to define their own educational and quality assurance standards approaches. As a result, it is clear that the leading universities in Russia are in a more favourable starting point to launch the development of Joint Programmes with foreign universities. 45 HEIs 20 were also granted the right to implement their own educational standards as long as these were higher than the Federal Educational Standards. This increased autonomy has enabled these institutions to develop a wider variety of Joint Programmes with less financial and external constraints. The 2012 Presidential Decree (May 2012) 21 has set a new goal to have at least 5 Russian HEIs in the list of the first 100 HEIs in internationally rec HEIs list is downloadable at (accessed: March 2014) 18 RF Government Directive No 1500 dated Approximately 1 mln, rate from March 2014, RF Central Bank. The Competition worked out according to the RF Government message No ДМ-П dated , started in July 2013, 13 winners were selected in August 2013, the list and the selection principles see at (accessed: March 2014) Ru HEI list in the Federal Law of Education No 273 (see Article 11, part 10) includes 29 National research Universities (NRU), 9 Federal Universities (FU), 2 oldest (MSU, St Petersburg State University) and 5 by the Presidential Decree dated No 1331 (with changes) (accessed: March 2014) 21 RF Presidential Decree No 599 dated (accessed: March 2014) 19

21 ognised rankings by These goals have also been developed in the Roadmap of education and science effectiveness enhancement 22 and in the measures of the State support for the leading universities aimed their competitiveness amongst leading world educational & research centres. 23 It is now referred to by the Ministry of Education and Science as the Project. 24 The objective to achieve Top-200 in Quacquarelli Symonds World University Ranking (QS) 25 for 5 HEIs in The Work Plan for the Ministry of the Education and Science for and Top-200 in at least one of the world university rankings is set for 8 HEIs in the Russian State Programme Education Development (Gosprogramma Razvitiye obrazovaniya ). 27 The latter also aims to increase the number of Russian HEIs in the first half-thousand of the most well-known and recognised rankings of the world universities by In August 2013, 15 Russian HEIs were awarded a prestigious grant of the Government of the Russian Federation (592,4 million RUR 28 for each Russian university in 2013) 29 to implement the Leading University International Competitiveness Enhancement Programme and to raise their competitiveness among major global scientific and educational centres Approved by RF Government Directive No 2620 dated (accessed: March 2014) 23 Approved by RF Government Resolution No 211 dated (accessed: March 2014) 24 The Presentation of the RF Minister of Education and Science at the RF Government Session (accessed: March 2014) The Work Plan for the RF Ministry of the Education and Science // Published at the Ministry official website (accessed: March 2014) 27 Approved by RF Government Directive No 792 dated Approx. 12,6 million (rate from May 2014). (accessed: March 2014) 29 RF Government Directive No 1500 dated (accessed: March 2014) 30 The Ministry of Education and Science holds a meeting of the council on enhancing the competitiveness of leading universities among major global scientific and educational centres // (accessed: March 2014) 20

22 According to the Government s vision, the main goal for the 15 universities selected under this initiative is to reach the Top 200 in at least one of the world university rankings by The core idea of the 5 100, and the More in half thousand world-recognised universities projects is the internationalisation of education and research by attracting foreign researchers and the best foreign students to Russia and developing Joint Programmes with leading universities in the world. One of the key sub-priorities is to have by 2015 a minimum of 80 new Joint Programmes between leading Russian and non-russian universities and research organisations in the world. All these universities belong to the group of leading universities that formed in 2006 when the National Project Education (Natsproyekt Obrazovaniye ) was launched; 17 HEIs Development Programmes were selected and supported with significant financing according to the Government Resolutions The Russian Federation in the Bologna Process: Reforming the Russian degree architecture When the Russian Federation joined the Bologna Process in 2003, 32 it came into close contact with all the signatory countries. The Russian Federation became a full partner in the convergence process between higher education systems in the broader Europe towards the creation of the European Higher Education Area (EHEA) 33. Cooperation in higher education and research between the Russian Federation and the EU is to be placed in the broader context of the creation of a 31 The detailed legislation review and analysis of the RF HEIs leadership segment development in see in: Shenderova S.V. The institutional arrangement of the multi-level higher education in the Russian Federation: formation and development. St.-Petersburg, Pp (In Russian) (accessed: March 2014) 32 Bologna Communiqués. (2003). Realising the European Higher Education Area Achieving the goals: Communiqué of the Conference of Ministres responsible for Higher Education in Berlin on 19 September 2003, p.8. (accessed: March 2014) 33 EHEA official web-site (accessed: March 2014) 21

23 Common Space on Science and Education (the so-called Roadmap) agreed at the EU-Russia summit in May By engaging in the Bologna Process, the Russian Federation entered into a process of adopting a system of comparable higher education degrees around three cycles, developing a credit system similar to the European Credit Transfer and Accumulation System (ECTS) 35 and adopting appropriate quality assurance mechanisms. According to the national report of the Russian Federation to the 2009 Leuven/ Louvain-la-Neuve Bologna summit, only 7% of the students in Russian HEIs studied in bachelor programmes and 1% in master programmes. 36 Yet since the 2011/2012 academic years, the State-financed enrolment has been shifting from Specialist programmes dominance to Bachelor four-year programmes. However, State-financed enrolments in Master programmes have been much lower than in Ph.D (aspirantura) programmes. The three levels of higher education are not yet sufficiently well-divided in a coherent way and according to the Bologna degree architecture. 37 The implementation of ECTS in most Russian HEIs is a technical conversion of the curriculum hours into ECTS 38 according to a Ministerial letter in The Diploma Supplement can often be issued for a fee EU-Russia summit. Moscow, 10 May Roadmaps. Pp (accessed: March 2014) 35 (accessed: March 2014) 36 The Russian Federation National Report P.6. // The official Bologna Process website, (accessed: March 2014) 37 The detailed analysis of the evolution RF degrees system legislation see in: Shenderova S.V. The institutional arrangement of the multi-level higher education in the Russian Federation: formation and development. St.-Petersburg, Pp (In Russian) (accessed: March 2014) 38 See the examples of the Diploma Supplement in Chelyabinsk State university and St. Petersburg State university, (accessed: March 2014). 39 The Methods of the basis study programmes workload calculation // The Ministry of Education letter No ин/13, (accessed: March 2014) 40 See the case: Financial University under the Government of the Russian Federation: RUR ~ approx. 130, rate from February 2014, RF Central Bank (accessed: March 2014) 22

24 Degrees issued by EU HEIs may be recognised either automatically (in the case of 45 specially granted leading HEIs) or throughout the Glavexpertcentre, the special authority body responsible by the Russian Federal Government 41 and the National Information Centre of appliance of education and (or) qualification approved in foreign country. In addition, the recognition procedure may be based at the list of International Agreements 42. Since May 2012 and according to the criteria prescribed by RF Government Directive in 2012, 43 it is possible to automatically recognise degrees issued by the universities from any year in the Top-300 of the Academic Ranking of World Universities (ARWU), the Times Higher Education World University Ranking (THE) and the QS World University Ranking. A list of 215 world HEIs (including 91 EU HEIs) was approved in by RF Government Directive in The list does not include several EU universities that would seem to meet the criteria set. 45 It seems that it does not take into account the presence of European HEIs in the top-300 by subject. 46 The social dimension advocated in the Bologna Process does not seem to be a key priority in Russian higher education. Since 2001, the privately financed enrolment has been higher than State-financed ( people vs people in 2009). In addition, the following factors impact negatively on the implementation of Joint Programmes, their quality assurance and the organisational ability of universities to develop them further. A culture characterised by a strong need of reporting to the central authorities at various levels requires a heavy workload from universi- 41 According to Federal Law No 273, Art Federal Law of Science N 127 dated (with changes), Art. 6.2.(accessed: March 2014) 42 Letter of the Ministry of Foreign Affairs of the RF N 9333/dp dated , (accessed: March 2014) 43 RF Government Directive No 811-p dated , (accessed: March 2014) world HEIs list in: RF Government Directive dated No 1694-p; RF Government Directive dated No 365-p 45 E.g. Twente University, in ARWU 2003, 200 in THE 2011/12, 211 in QS E.g. E.g. Humboldt University in spite of presence in57-75 in Mathematics according to ARWU , in QS , in THE

25 ties. As an example, there is a high number of indicators against which each Russian HEI is required to provide information for the State Monitoring Procedure in 2013 (within 2 weeks) 47 and for the State-regulated self-assessment procedure is 214 (within 18 working days). 48 The list of indicators for the State-accreditation procedure has been changing every year and does not seem to correspond with tthe current study is intended as an update of the picture provided in 2010 in terms of the overall landscape of Joint Programme development as well as the changes in the higher education scene since One important new dimension in the current study is the requirement to collect data from both the Russian and the European side. The overall aim is to build on experience gained and disseminate best practices to Russian universities that have so far not yet engaged in the development of Joint Programmes but are planning to do so in the future, in the context of the new governmental priorities EU AND RUSSIAN COOPERATION IN HIGHER EDUCATION: EU POLICIES, PROGRAMMES AND INSTRUMENTS The EU internationalisation strategy and Russia In early July 2013, the European Commission issued a communication on its new Internationalisation strategy European Higher Education in the World. 49 The communication examines how the EU, individual Member States and HEIs should work together with sophisticated internationalisation strategies to support their cooperation with partners in other parts of the world, not only in terms of student mobility, but also through strategic academic partnerships. The Commission highlighted that education is at the heart of the Europe 2020 Strategy to make Europe a smart, sustainable and inclusive economy in support of growth and prosperity. The EU reports that the international landscape for higher education has been changing considerably in the last few years with the emergence 47 RF Ministry of Education and Science order No 637 dated (accessed: March 2014) 48 RF Ministry of Education and Science letter No AK-694/05 dated (accessed: March 2014) 49 IN:EN:PDF, (accessed: March 2014) 24

26 and competition from new powerful regional hubs in other parts of the world. New technological developments such as the MOOCs (massive open online courses) are also calling for HEIs to rethink their international education in the face of global competition. Strategies for internationalisation at home and digital learning are critical to provide an international dimension to study programmes for non-mobile students. The economic impact of international higher education is reported to be growing rapidly. Joint and double degree programmes are seen as powerful tools to promote quality, mutual recognition, student employability and strategic partnerships between institutions across borders and sectors. The new Erasmus+ programme 50 has brought together in a single programme all the previous Youth in Action, Lifelong Learning, Erasmus Mundus, TEMPUS, Alfa and Edulink programmes, in addition to a scheme aimed at increasing cooperation between industrialised countries. The intention was to simplify the programme architecture around three main actions: Key Action One Learning mobility (staff, students, youth and international mobility) Key Action Two Cooperation projects (strategic partnerships, knowledge alliances) Key Action Three Policy support (i.e. the Open Method of Coordination, transparency tools, policy dialogues with stakeholders) The new programme opens up a whole range of new opportunities for EU-Russia collaboration in higher education. EU policy and programmes will continue to extensively promote the development of Joint Programmes, building on best practices developed under the TEMPUS 51 and Erasmus Mundus 52 programmes. These have been promoting structural reforms in higher education at systemic and institutional levels. The programmes have also stimulated curriculum development, university cooperation, academic and student mobility, and the strong participation of students 50 (accessed: March 2014) 51 (accessed: March 2014) 52 (accessed: March 2014) 25

27 and academic staff in quality assurance procedures. Erasmus Mundus has encouraged the development of joint masters and doctorates. In addition to EU programmes, several EU Member States have developed bilateral initiatives with Russia, which have made it possible for universities from both sides to develop a cooperation that can support Joint Programme developments. The EU internationalisation strategy is to be set in the broader context of the EU modernisation agenda for higher education. Already in 2011, the communication Supporting growth and jobs an agenda for the modernisation of Europe s higher education systems 53 stressed the vital role of European higher education in developing human capital and driving research and innovation in the knowledge economy. The Commission emphasised the need to enhance the performance and international attractiveness of Europe s higher education institutions, encouraging them to modernise their governance and prepare their leaders to operate in an increasingly complex environment at the institutional, regional, national and European level. This is seen as one of the critical issues for HEIs to play a crucial role in societal advancement, and in providing the highly skilled human capital that Europe needs to create jobs, economic growth and long-term prosperity. The communication stressed that the main responsibility for delivering reforms in higher education rests with Member States and individual higher education institutions. Yet, the Bologna Process, the EU Agenda for the modernisation of universities and the creation of the European Research Area all demonstrate that the challenges require a transnational response. To maximise the contribution of Europe s higher education systems to smart, sustainable and inclusive growth (EU2020 Strategy), 54 the Commission highlights that reforms are needed in a number of key areas. These include the diversification and specialisation of the university provision, the increase of the number of graduates, quality enhancement 53 European Union: European Commission, Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee of the Regions on Supporting growth and jobs an agenda for the modernisation of Europe s higher education systems, 20 September 2011, COM(2011) 567 final, available at: modernisation_en.pdf (accessed: March 2014) 54 (accessed: March 2014) 26

28 of higher education systems, effective governance and funding in order to support excellence and to strengthen the knowledge triangle between education, research and business. Internationalisation is described as a transversal issue in all these areas. These priorities follow on the earlier priorities for higher education under the Lisbon Agenda to modernise higher education (already in 2005) through governance reforms, new funding mechanisms and (regional) innovation. It is also at that time that the EU already initiated its internationalisation strategy with other parts of the world and which has been instrumentalised with the Erasmus Mundus programme. Other initiatives to open up HEIs to society have included the University-Business Forum 55 and the European Institute of Innovation and Technology 56 (EIT), with the Knowledge & Innovation Communities (KICs). In this overall context of reforms and internationalisation, the EU is also supporting the development of the U-Multirank initiative, 57 a new multidimensional, user-driven international ranking of HEIs. The five U-Multirank dimensions include teaching and learning, research, knowledge transfer, international orientation and regional engagement. Based on empirical data provided by HEIs themselves and validated by U-Multirank, the tool compares institutions with similar institutional profiles and allows users (HEIs, students, governments, industry) to develop their own personalised rankings by selecting indicators based on their own needs. The Tuning of educational structures 58 initiative also deserves some attention. The Tuning Project was initiated in 2000 within the broader context of continuous reforms of European higher education systems. Its objectives are to develop reference points, convergence and common understanding for degree programmes while maintaining the rich diversity of the European provision. Over time, Tuning has developed into an approach to re-design, develop, implement, evaluate and enhance first, second and third cycle degree programmes. The reference points for all subject areas and degree programmes are expressed in terms of com (accessed: June 2014) 56 (accessed: March 2014) 57 (accessed: March 2014) 58 (accessed: March 2014) 27

29 petences and learning outcomes. The Tuning methodology is in line with the Bologna Process and constitutes one of the academic tools to create the EHEA and promote compatible and comparable higher education programmes to support student mobility. Tuning Russia 59 will institutionalise the use of the Tuning methodology in the educational philosophy and practice of the Russian Federation. More specifically, it creates a network of Tuning Centres in Russia, prepares qualified staff and develops a common list of generic and subject-specific competences which will be used in the process of designing and developing higher education degree programmes at all levels in a number of subject areas (Ecology, Economics and Management, Education, Environmental Engineering, Information and Communication Technologies, Languages, Law, Social Work, and Tourism) Global trends with the development of Joint Programmes The Council of Europe/UNESCO in its Code of Good Practices in the Provision of Transnational Education defines Transnational Education (TNE) as all types of higher education study programmes, or sets of courses of study, or educational services (including those of distance education) in which the learners are located in a country different from the one where the awarding institution is based. 60 The Code specifies that such programmes may be offered independently of any national system or may belong to an educational system different from the one in which they operate. Common forms of TNE include: distance and online learning, validation and franchising, twinning and collaborative arrangements, branch campuses and offshore programmes. 61 As international collaborative programmes develop across national borders, Joint Programmes are part of this phenomenon of sharing intellectual resources, staff and students. The development of Joint Programmes lies at the core of the Bologna Process since they stimulate transnational edu (accessed: March 2014) 60 good%20practice_en.asp, (accessed: June 2014) 61 TNE_in_the_European_context_ _Geographical_Annex.pdf (accessed: June 2014) 28

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